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The following asks you to provide a short answer to each of the learning objectives outlined at the beginning of this chapter and prepare you for the quiz.
LO1 Explain four basic properties of a consumer’s preference ordering and their ramifications for a consumer’s indifference curves.
LO2 Illustrate how changes in prices and income impact an individual’s opportunities.
LO3 Illustrate a consumer’s equilibrium choice and how it changes in response to changes in prices and income.
LO4 Separate the impact of a price change into substitution and income effects.
LO5 Show how to derive an individual’s demand curve from indifference curve analysis and market demand from a group of individuals’ demands.
LO6 Illustrate how “ buy one, get one free” deals and gift certificates impact a con-sumer’s purchase decisions.
LO7 Apply the income– leisure choice frame-work to illustrate the opportunities, incentives, and choices of workers and managers.
LO8 Explain alternative ways of measuring the productivity of inputs and the role of the manager in the production process.
LO9 Calculate input demand and the cost-minimizing combination of inputs and use isoquant analysis to illustrate optimal input substitution.
LO10 Calculate a cost function from a production function and explain how economic costs differ from accounting costs.
LO11 Explain the difference between and the economic relevance of fixed costs, sunk costs, variable costs, and marginal costs.
LO12 Calculate average and marginal costs from algebraic or tabular cost data and illustrate the relationship between average and marginal costs.
LO13 Distinguish between short- run and long-run production decisions and illustrate their impact on costs and economies of scale.
LO14 Conclude whether a multiple- output production process exhibits economies of scope or cost complementarities and explain their significance for managerial decisions.
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Write an essay of literature review explaining the role of Credit review Bureau in enhancing financial security in the east African countries Economies.
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Learning Activity 2
Choose one of the following activities and Complete the learning activities. Research the topics. 1000 words each.
- Choose a learning activity
- Research the topic on the www, Google Scholar, Wikipedia or your readings.
- Complete and submit online for peer discussion.
- Recommend resources etc. in follow up discussions.
- Pedagogy and Instruction
What do we know about the learning needs of students with learning difficulties and learning disabilities?
- The individual and educational needs of the student will be complex and unique.
- Learning difficulties that involve social or personal problems such as poverty, illness or transience require a responsive understanding at the school level so classroom strategies can be effective.
- Learning disabilities involve neurological differences that interfere with learning. Learning disabilities are life long and pervasive.
We have also acknowledged that research and gathering information about the issue, the disability and the student is an important first step to responding to the student’s individual needs. Really getting to knowing the student, their learning history and learning profile involves building a positive relationship with the student and where possible their parents / carers. Positive student / teacher relationships are identified by students with specific learning disabilities as extremely important, often making the difference between early school leaving and staying at school and achieving success.
The next step is to prioritise learning needs by assessing the nature of the difficulty and then implement strategies that are most likely to be effective.
Some strategies will conveniently by-pass the learner’s difficulties and as we have already mentioned, the use of technology is an example of this. Software programs for mathematics are increasing in scope, interest and effectiveness. Of course, the use of calculators and computers may also be helpful. Assistive technology, such as speech recognition devices are particulalry important for students with communication difficulties.
Learning activity 3.1
Search the www for software programs that are suitable for a student with a mathematics disability. Go to the Closing the Gap – Resource Directory for an overview of effective maths software. Are there any other sites you can recommend? Also consider what might be available within the mainstream software programs. Are the add on applications or ready to access applications that can be used as accessibility options for students with specific learning disabilities?
Assessing the student:
Unless you teach in younger grades, you should not have the responsibility of identifying a learning disability. Read the school files, talk with the parents and the student and you should find all the information you need. Intervention at early learning stages is much more effective that intervention later in the student’s learning experience when bad learning habits may be established.
Once you have gathered as much information as possible from the files, the student and the parents, and a relationship of trust has developed with the student, it is important to focus on the nature of the difficulty. Check that hearing and eyesight have been assessed recently and rule out other causes of learning difficulty such as ‘glue ear’ or illness.
Observations can tell you if the crisis situation in learning is contextual, specific or general. Is there a pattern to the learning difficulties? Are there antecedents to disruptive or avoidance behaviours? In our model of addressing learning differences, observations can also provide you with information about the
student’s strengths, interests and abilities.
Learning Activity 3.2
Below is a table that identifies possible standardised tests that may help to diagnose the nature of a specific learning disability. List either the test or the learner behaviours. These tests are commonly used in Australian classrooms and may be used by a teacher.
|Student is unable to distinguish if two spoken words are the same or different.|
|Brigance assessment of basic skills. Tests of reading, language arts and mathematics for years K-8.
|Peabody picture vocabulary test
|Stage 0. Emergent counting: The child cannot count visible items. The child either does no know the number words or cannot coordinate the number words with items.|
Daily classroom activities will provide a lot of information for the teacher. Consideration should also be given to evaluating motivation, memory, communication, organisation and planning, and social skills in daily classroom activities.
Learning activity 3.3
Speaking, reading, writing and understanding words is a complex task that involves several skills. We have already identified the many variations of Dyslexia. Teaching strategies need not be directed to the area of difficulty rather than a generic approach to learning reading. Briefly describe (or develop) a classroom evaluation tool that can identify a student’s difficulty in the area of:
- Syntax: The way words are arranged into meaningful sentences
- Semantics: Understanding contextual cues that give a word its meaning.
- Morphology: Changing the meaning of words by adding endings or speaking in the third person appropriately (his/hers etc.)
Learning activity 3.4
Go to the Web link titled How do children learn to read by the Reading Doctor under the e-resources tab. This is a web page that provides a very clear overview of the difficulties that occur for children with a reading disability such as dyslexia. Within this reading there are several hyper links in blue – these are important readings to build on the basic information provided through the Reading Doctor website and are written by academics within the area of learning disability. Please ensure you link on each of these for more information on the barriers to reading for children with dyslexia as well as the political debate current in Australia in regard to the teaching of reading skills.
- What are the components of reading?
- Describe the student behaviours with:
- Word attack
- Decoding and
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Write an essay on Evidence Based Learning using radiography to diagnose pneumonia
Write an evidence-based research question you will like to explore based on radiography use in diagnosing pneumonia
-Describe the personal knowledge/experience that is related to the question.
-Review 5 reviewed research articles related to the question. Write up a brief integrative review of your articles and conclusion you derived in relation to the research question.
US health care system
- Part 1
- The media plays a role in crafting policy. The influence of mass media and social media has been increasing over time. Describe one example of a health policy (adopted, rejected, or proposed) influenced by the media (TV, radio, newspaper, social network, or internet) actions.
- Based on your studies during these last few weeks, describe one aspect of the current US health care system that you believe would improve Botswana’s healthcare system.
2. Based on your studies during these last few weeks, describe one aspect of Botswana’s healthcare system that you would like to see adopted here in the US for improving the current US health care system. What are the opportunities and challenges to attempting to implement this in the USA?
ECON 304 – Summer 2016 (Session I)
DUE: June 23rd (THURSDAY), 2016
From the Syllabus:
1. Homework must be turned in on the day it is due. Late homework will NOT be
2. You may work with your friends / classmates. However, you MUST put names of other
group members on your homework. You also MUST write up your own answers.
3. TYPE your work. Long equations and graphs may be hand-written.
4. BUY A STAPLER! (10% deduction from your homework grade if you do not staple
5. Carefully explain your work! This means you MUST SHOW YOUR WORK FOR
6. Write your name! (Homework will not be graded if you do not put your name on your
Course: ECON 304 (Summer I, 2016)
Group members (if any):
Suppose that the price level is fixed in the short run so that the economy does NOT reach
general equilibrium immediately after a change in the economy. For each of the following
changes, what are the short-run effects on the real interest rate and output? Assume that,
when the economy is in disequilibrium, only the labor market is out of equilibrium; assume
also that for a short period firms are willing to produce enough output to meet the aggregate
demand for output.
(a) A decrease in the expected rate of inflation. (Draw the FE-IS-LM diagram to explain
and answer the question.)
(b) An increase in consumer optimism that increases desired consumption at each level of
income and the real interest rate.
(c) A temporary increase in government purchases.
An economy is described as follows:
Cd = 600 + 0.5(Y − T) − 50r
Id = 450 − 50r
Real money demand:
L = 0.5Y − 100i
Full-employment output: Y ¯ = 2210
Expected inflation: πe = 0.05
In this economy the government always has a balanced budget, so T = G, where T is
total taxes collected.
(a) Suppose that M = 4320 and G = 150. Use the classical IS-LM model to find the
equilibrium values of output, the real interest rate, the price level, consumption, and
investment. (Hint: In the classical model, output always equals to what?)
(b) The money supply rises to 4752. Repeat part (a). Is money neutral?
(c) With the money supply back at 4320, government purchases and taxes rise to 190.
Repeat part (a). Assume for simplicity that Y ¯ is fixed (unaffected by G). Is fiscal
policy neutral in this case? Explain.
The discovery of a new technology increases the expected future marginal product of
(a) Use the classical IS-LM model to determine the effect of the increase in the expected future MPK on the real interest rate, employment, real wages, consumption, investment,
and the price level. Assume that expected future real wages and future incomes are
unaffected by the new technology. Assume also that current productivity is unaffected.
(b) Find the effects of the increase in the expected future MPK on current output and
prices from the AD-AS diagram based on the misperceptions theory. What accounts
for the difference with part (a)?
An economy has the following AD and AS curves.
Y = 300 + 30(M
Y = Y ¯ + 10(P − P e)
Here, Y ¯ = 500 and M = 400.
(a) Suppose that P e = 60. What are the equilibrium values of the price level P, and
output Y ?
(b) An unanticipated increase raises the money supply to M = 700. Because the increase
is unanticipated, P e remains at 60. What are the equilibrium values of the price level
P and output Y ?
(c) The FED announces that the money supply will be increased to M = 700, which the
public believes. Now what are the equilibrium values of the price level P , the expected
price level P e, and output Y ?
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Planning a Learning and Development (L&D) Event
|Part B (AC 1.1, 1.2, 1.3, 2.1, 2.2) (1,000 words)|
Write a report of about 1,000 words that demonstrates your understanding of the factors to be considered when planning a Learning and Development (L&D) event, and that demonstrates you know how to promote an L&D event. Use your own organisation, or one that you are familiar with, as an example. Explain the points below:
- The differences between types of L&D event (AC 1.1)
- The main logistical, legal, and financial factors to be considered when planning for different L&D events (AC 1.2)
- The main responsibilities of L&D event organisers (AC 1.3)
- How different audiences are targeted for different L&D events (AC 2.1)
- The use of different communication methods and materials for promoting learning and development events (AC 2.2)
You should also include 3-5 references from up-to-date and relevant sources in order to support your findings. Please ensure that all reference sources are acknowledged correctly within the text and on a reference list provided.
|Part B. (AC 1.1, 1.2, 2.1, 2.2. 2.3)|
Write a reflective statement of about 1000 words, relating to Part a Practical assignment, in which you explain:
- how you ensured your own capability and readiness to deliver the activity (AC 1.1)
- how you ensured the availability of space, equipment and resources for the activity (AC 1.2)
- the physical and psychological features of a ‘positive learning environment’ (AC 2.1)
- how you prepared the physical environment for learning that is safe and healthy and which supports the learning activity (AC 2.2)
- how communication and training techniques are used to put learners at ease and help overcome individual barriers to learning (AC2.3)
- your reflections on the effectiveness of your skills in delivering an L&D activity
If you include references in order to support your findings, please ensure that all they are acknowledged correctly within the text and on a reference list provided.
- In order for an L&D specialist to be able to deliver an activity readily, he/she must already have the Learning Needs Analysis (LNA) prepared as well as the design of the activity itself.
- The things to work on are as follows:-
- The L&D Specialist must know their learners and their learning requirements. There are three levels of customers that the L&D team have which are:- Organizational Level LNA (which mainly consists of the senior management team), Occupational Level LNA (which comprises of the team and departmental managers) and finally the Individual Level LNA (which refers to the learners themselves)
- Learning Objectives (which must be SMART objectives)
- Learning styles which incorporate the following:- Experiential Content (ice-breakers, INTRO, case studies etc.) Theory Content (the content must relate to the needed learning objectives) Opportunities for reflection (thinking, listening, reading etc.) and Action Planning
- Assessment and evaluation (which includes Kirkpatrick’s 4 levels: reaction, learning, behaviour and results)
- Timing of the activity (total duration of the activity from start to finish, breaks)
In the end, the L&D specialist must lead the learners through the content of the activity so that the learners take responsibility for using the content and applying it themselves.
With regards to ensuring the space, equipment and resources of the L&D activity, we need to consider the following:-
- Rooms and areas- At Yahsat, we have 2 training rooms one specifically for a large group, a smaller room for a more private session as well as a foyer to serve the needed refreshments. The main training room is usually in a U-shaped arrangement in order for everyone to focus on the instructor and screen up front. As well as open-space in the middle of the main training room to go through team exercises and the like.
- IT equipment- At Yahsat, we usually have the instructor hook up their laptop to the wifi as well as to the projector to screen their presentation.
- Presentation equipment- At Yahsat, we ensure the facilitator hooks up to the projector and screen and the instructor would also have a clicker or pointer at hand to move freely away from the laptop and connect with the learners. Another item we use is flipcharts and tape to stick the flipchart papers to the wall.
- People- Although the most conventional training should have a ratio of 12 learners to one trainer, at Yahsat we’ve managed to have 15 participants take part and absorb the sessions well.
- Learning materials- The learners at Yahsat usually receive the materials on the day of the session which consists of paper copies of the workbook, slides and other handouts.
- Food and drink- Unfortunately at Yahsat it’s the refreshments that take more attention during an L&D activity so we ensure to choose and order the items in advance in order to be prepared.
- Facilities- at Yahsat, we liaise directly with the security team to make sure everyone understand the security guidelines and with the facilities team to make sure the temperature is just right among other items.
The L&D team must ensure that the physical environment for the learner is safe and healthy and supports the learning activity.
- Positive Learning Environment (physical) – At Yahsat, the main training room facility is a healthy space with natural sun light and good air conditioning, and also includes a foyer for refreshments. It also has emergency instructions and 2 indoor exits and 1 outdoor exit.
To go with the current times, Yahsat is looking into new L&D technology and equipment to ensure the facilitator really connects with the learners.
- Positive Learning Environment (psychological)- In order to have learners feel welcome, you need cultural sensitivity to their needs and expectations. Because Yahsat is a small company comprising of less than 200 employees, we maintain this sense of family and respect in everything that we do; this especially applies to learning & development activities. Yahsat truly practices being tough on problems but soft on people; and emphasizes inclusion and comfort as well as celebrating and reinforcing diversity and equality of opportunity, minimising discrimination and harassment of learners.
At Yahsat, we make sure to first have the in-house training activities take place in a span of 1-2 days in order to cover the needed topics of the training session and not lose the learner’s interest as well as to accommodate the leaner’s hectic and busy schedule.
We also made sure to budget for a number of sessions to take place in an external hotel venue in order for the learner to leave the everyday office environment and undergo a different experience. Of course, when in an external environment, the Yahsat L&D team makes sure that the learner understands the security guidelines and emergency procedures. Also we always have one of the L&D team present to constantly ask the learners if everything is to their satisfaction and if their current needs have been met.
The following points need to be addressed from the opening of an L&D session:-
- Use pen friendly communication styles- such as smiling, listening, positive language, open questions and encouraging participation from all learners (especially from the most quiet participants)
- Use welcoming words and visuals: Culturally-sensitive and appropriate imagery
- Ensure learners have the information they need such as- international and jargon-free language, tables, bullet point lists and other simple written formats and consistency and repetition of all technical and unfamiliar terms
- Facilitate interaction between participants instead of presenting everything by the instructor
- Use learners’ names
- Ask participants to interview and present to each other among other activities
- Encourage learners to consider state and record their learning objectives and ground rules as early as possible in order to later have the facilitator discuss this and regularly refer to them.
- Having a ‘buddy system’ is one of the best ways to have even the quietest participants interact with everyone in the session because it requires them to partner with someone to get a task completed.
- Recording everything and having it accessible for the learners to have.
Our reflections on the effectiveness of our skills in delivering an L&D activity are quite positive because it’s such a personal experience for the small L&D team of three employees. And given that Yahsat is such a small company, it’s easier to address the customer’s concerns directly with what they’d want to see in a training activity.
Q1. As specified on page 4 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q2. As specified on page 4 & 5 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q3. As specified on page 6 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q4. As specified on page 6 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q5. As specified on page 6 & 7 of Workbook Unit 3DEL Section, and based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
Q6. Based on my internal discussion with the Yahsat Talent Manager and L&D Senior Officer
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International Year 1 Engineering
Technical Drawing and Design for Engineering
ISC: University of Lincoln
Department/Subject area: Engineering
Module Code: IY1EF
Academic Year: 2015/2016
Term/Semester/Trimester: Summer Term 1
- Introduction to the Module. 3
- Aims and learning outcomes. 4
- Outline Delivery (For detailed outline see Scheme of Work) 4
- Course Delivery. 5
- Attendance Requirements: 5
- Mark Scheme for the Coursework Assignment 5
- Assessment Weighting and Patterns. 6
- Assessment Offences. 10
- Recommended Texts. 10
- Module tutor’s report on the last presentation of the module. 11
1. Key Information
Module/Unit title: Technical Drawing and Design for Engineers
Module Tutor: Ian Ulyatt
Location of Delivery: Village Hall
ISG will develop an Education Strategy to improve the learning environment. Key areas of focus are:
- Student Satisfaction. We will improve student satisfaction by: maintaining high quality engineering programmes, investment in improved facilities, improving student support and focusing on high quality teaching and learning.
- High quality teaching and learning. We will encourage sharing of best practice across the ISG, promote University policy to ensure that all academic members of staff acquire teaching qualifications or recognition, and embed personal development planning and review. We will enhance support for the development of teaching practice, including the peer observation scheme.
- Student as Producer. Each student will develop its own approach to “student as producer,” expressing the concepts of the University’s policy into the idiom of the discipline.
- Accredited programmes of study. We will maintain our approach to securing accreditation from approved professional bodies when strategically relevant.
- Enterprise engagement. The ISG will engage enterprises in curriculum development and delivery.
- Student attainment. We will monitor the rates of completion and degree standards against national benchmarks, ensure that standards are appropriate via external examiner reports, and continually review assessment approaches and teaching mechanisms.
- Employability. We will improve employability by appropriate focus of the portfolio, high quality employability training embedded in programmes, improving links and encouraging student involvement.
- Facilities. The provision of high quality facilities, including accessible learning spaces, high specification teaching workrooms.
The purpose of this module is to provide students with development opportunities for the practical skills that are required throughout their studies, and beyond. Students have the opportunity to develop their engineering communication skills and gain 3D computer modelling experience.
This module emphasises the importance of integrating skills and knowledge from different parts of the degree programme in order to solve problems through the application of fundamental engineering science. The material introduced in this module will be revisited during the subsequent years of the degree programme.
To introduce students to;
- To introduce Engineering Drawing and understand drawing conventions
- How to use precise engineering and how to take measure measurements
- Produce high quality CAD
- Define and use engineering terminology
- Analysis Engineering conception and comply with British Standard Institution: BS 8888 (Superseded BS 308) & American National Standards Institute: Y14 series
- Use Precision engineering equipment and take instrument readings.
- Deliver and produce complex drawing techniques
- Work effectively and produce work of high quality
|WeekNo||Lecture topic area.||Seminars|
|1||Introducing to Computer & Engineering Drawing||
|4||Norms of Drawings||
|5||Precision Autodesk||1. Working Drawing
2. Precision Measuring Equipment
|10||Completion of Assignment||1. Revision
Five hours of seminars per week.
Ten hours of self-directed study per week.
Expected total time is a minimum of one hundred and fifty study hours.
International students who are non-EEA nationals and in possession of entry clearance / leave to remain as a student (student visa) are required to be in regular attendance at Study Group’s ISC. Failure to do so is considered to be a breach of the immigration regulations. From the academic year 2008/09 onwards, Study Group’s ISC is required to inform the UKBA (Home Office) of significant unauthorised absences by any student visa holders.
90-100%: A range of marks consistent with a first where the work is exceptional in all areas;
80-89%: a range of marks consistent with a first where the work is exceptional in most areas.
70-79%: a range of marks consistent with a first. Work which shows excellent content, organisation and presentation, reasoning and originality; evidence of independent reading and thinking and a clear and authoritative grasp of theoretical positions; ability to sustain an argument, to think analytically and/or critically and to synthesise material effectively.
60-69%: a range of marks consistent with an upper second. Well-organised and lucid coverage of the main points in an answer; intelligent interpretation and confident use of evidence, examples and references; clear evidence of critical judgement in selecting, ordering and analysing content; demonstrates some ability to synthesise material and to construct responses, which reveal insight and may offer some originality.
50-59%: a range of marks consistent with lower second; shows a grasp of the main issues and uses relevant materials in a generally business-like approach, restricted evidence of additional reading; possible unevenness in structure of answers and failure to understand the more subtle points: some critical analysis and a modest degree of insight should be present.
40-49%: a range of marks which is consistent with third class; demonstrates limited understanding with no enrichment of the basic course material presented in classes; superficial lines of argument and muddled presentation; little or no attempt to relate issues to a broader framework; lower end of the range equates to a minimum or threshold pass.
35-39%: achieves many of the learning outcomes required for a mark of 40% but falls short in one or more areas; not a pass grade but may be sufficient to merit progression to the next level.
30-34%: a fail; may achieve some learning outcomes but falls short in most areas; shows considerable lack of understanding of basic course material and little evidence of research.
0-29%: a fail; basic factual errors of considerable magnitude showing little understanding of basic course material; falls substantially short of the learning outcomes for compensation.
You are required to demonstrate that you have met all the learning outcomes to satisfy the module requirements. Therefore it is important you demonstrate competence in all coursework and examination assessments.
To meet the learning outcomes you will need to attend all lectures and seminars. If your attendance is below 85% it is unlikely you will meet the learning outcomes.
Engineering Drawing & CAD Portfolio Record sheet
|Study Group No:
|Number of Sheets
|Date Handed in:|
I confirm that this work is submitted in accordance with the University of Lincoln ISC regulations. I fully understand that penalties may be incurred if any of the rules and regulations are infringed. In addition I confirm that this is all my own work.
|Consistency and subject content||/70|
|Overall Presentation / Layout||/10|
1 Mark every piece of work with your name, number and your tutor’s name.
2 If your work has more than one part ensure that all parts are secured together.
3 Complete all headings in accordance with BS8888.
4 Attach the form securely to your assignment before you submit it.
5 Late submission of an assignment will be penalised by 10% if submitted no more than 24 hours after the published deadline. Once the deadline has been exceeded by 24 hours it will not be accepted without evidence of extenuating circumstances (see Student Handbook).
|Feedback and actions to be undertaken.|
|Things you did well:
|Things that need to be improved upon:
|Your plan and comments on the assignment. How I will improve upon my work.
Engineering Drawing & CAD Presentation Mark scheme
|Marks||Consistency and subject content|
|49-70||· Excellent content, organisation and standardisation of dimensioning
· Evidence of intellectual understanding of engineering concepts, design in accordance with BS8888
· Ability to produce a set of clear engineering drawing using various projections, assembles and diagram types.
|35-41||· An intermediate level of engineering draw, most of the details comply with BS8888.
· No standardisation of concepts
· Limited sets of engineering drawing using restricted projections
|28-34||· Can produce a basic level of engineering drawing, not iaw. BS8888.
· Demonstrates limited understanding the basic content.
|0-27||· Shows a considerable lack of understanding of the content
· No standardisation of their drawings
|9 – 10||
|7 – 8||· Clear dimensioning,
· Scaling correct with minor errors
|5 – 6||· Restricted use of dimensioning
· Scaling with errors
|3 – 4||· Limited use of dimensioning
· Scaling used but not defined
|0 – 2||
|9 – 10||· Exceeds standards required at this level
· All entries correct iaw BS8888
|7 – 8||· Information correct
· With minor errors
|5 – 6||· Reduced information
· Not iaw BS888
|3 – 4||· Very limited information|
|0- 2||· No title blocks or very limited information|
|Marks||Overall Presentation / Layout|
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations and the Student Handbook. The Student Handbook is available on Blackboard. Assessment and other academic offences are referred to the Academic Offences Committee.
- Autodesk (2015) AutoCAD 2016 and Inventor 2016 Tutorial, Tutorial Books (quoted in scheme)
- Autodesk (No Date) AutoCad 2016 training video clips downloaded from Autodesk website, http://www.autodesk.com
- Autodesk (No Date) Inventor 2016 training video clips downloaded from Autodesk website, http://www.autodesk.com
- CADFolks (2013) AutoCAD 2015 for Beginners, CADFolks
Additional reading: Item posted on Blackboard
University of Lincoln ISC
International Year One Engineering
TERM: Summer 1 YEAR 2015/16
MODULE: Technical Drawing and Design for Engineers
MODULE TUTOR(s): Ian Ulyatt
|Please comment on the successful areas of the module.
The student gained an in-depth understand of engineering drawing and was given a comprehensive overview of how to design / draw and use computer aided design for the production these engineering representations. A total of material was given to them to aid their future development. This include 40 mp4 files, 20 word documents, 18 ppt, 13 pdf’s and various web address to aid their personal development as engineers.
|What was not so successful?
Getting the students to use the information supplied on Blackboard and using this material in their portfolio of work.
|Is there anything that you will be changing as a result of your comments above? (i.e. teaching style, teaching methods etc)
The ordering of the some of the seminars topics.
Checking the student has accessed this material
|Any other comments, recommendations for changes?
I will be adding more material on Blackboard and maybe, introduce a midterm written assignment, to check that students are completing the design and coursework.
Please give to Head of Centre when completed
Henlsin 12th ed. Chapter 9 REQUIRED
Essay: Stratification & Class;
Rewrite the question and then answer the following question:
a) Define social stratification and then explain modern theories of stratification in the U.S. using functional theory (Davis & Moore); and
b) the criticism of functional theory (dysfunctions) by confict theorists (Tumin); and
c) conflict theory (Marx & Mosca); and d) Lenski’s Synthesis (functional and conflict). and illustrate all arguments with examples.